Improving Teacher Psychological Outcomes Through a Brief Reflective Writing Intervention Within an Online Course

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Abstract

This study reports the results of a brief reflective writing intervention that was embedded within an online course on effective teacher-child interactions. The intervention recognized challenging teacher-child relationships as a source of psychological strain for teachers, and used a structured writing prompts to help participating teachers write optimistically about their relationship with a challenging student. Of the 49 teachers in the sample, those who were randomly assigned to engage in the reflective writing intervention showed significantly lower levels of depression and higher levels of self-reported wellbeing and self-efficacy than those who were not, even after controlling for pre-intervention levels. The final draft of the paper will also include samples of teacher writing to support quantitative findings.

Authors

• Faiza M. Jamil, Clemson University

• Bridget Kathleen Hamre, University of Virginia